How many posters, instructional designs and handouts are there?

Teaching content: How many pictures have been posted on pages 78-79 of the first volume of the second grade of Beijing Normal University Edition (multiplication formula of 6)?

Teaching material analysis:

This lesson is the beginning of Unit 7 "Multiplication Formula (II)" in the first volume of Grade Two of Beijing Normal University Edition. It is based on students learning multiplication formula from 2 to 5. At this time, students have already had some experience and ability in compiling multiplication formulas. By creating the problem situation of "how many pictures to post", the textbook allows students to actively explore the multiplication formula of 6 on the basis of existing knowledge, realize the connection between the old and new multiplication formulas, and gradually learn to seek unknown thinking methods from the known. Feel the joy of success in the learning process and enhance your self-confidence.

Analysis of learning situation:

Students initially understand the meaning of multiplication, learn the formula of multiplication from 2 to 5, know the source and significance of each formula, and can apply these formulas to solve some simple practical problems.

Learning objectives:

1. Through the process of compiling the multiplication formula of 6, we can understand the meaning of the formula on the basis of exploring the law.

2. Can use the multiplication formula of 6 to calculate, and can solve simple practical problems.

3. With the help of the concept map, establish the connection between old and new knowledge, initially learn to learn new knowledge by analogy, and experience the thinking method of exploring new knowledge from existing knowledge.

Learning focus: experience the process of self-exploration and compiling the multiplication formula of 6, and experience the thinking method of exploring new knowledge from existing knowledge.

Difficulties in learning: Understand the relationship between formulas and know that a strange formula can be derived from two familiar formulas.

Teaching aid preparation: multimedia courseware

Learning process:

First, create a situation to stimulate the introduction of interest

Review old knowledge.

Teachers and students check the passwords and review the multiplication formulas of 2, 3, 4 and 5.

2. Situation import

Teacher: Today, the teacher brought a little guest to the students. Look, who is it? (The courseware shows the little frog) Yes, it is the little frog. The little frog is an expert in catching pests and a small guardian to protect crops, so we should take good care of the little frog. However, the little frog always makes mistakes every time he meets a math problem, so he wants to study math with our children. Would you like to?

Teacher: Look, the little frog has invited all his good friends (to show the courseware). Seeing so many little frogs, what math questions do you want to ask?

Students ask questions. (Default: one * * *, how many little frogs are there? )

Second, cooperate independently and explore new knowledge.

1. Estimate.

Teacher: How many little frogs are there? Can you estimate how many little frogs there are without counting?

Health assessment.

2. Say and fill in.

Teacher: Students have so many estimated answers. How many? Let's count. For convenience, we use tables to record data. Can you understand this form? What does the first line mean? What does the second line mean? How many lines are there in 1? (6) What about Row 2? (12 PCs) Will you fill in the back? Please open page 78 of the textbook and complete the form to see who fills it out quickly and correctly.

(1) Students do it independently.

(2) Exchange reports.

Teacher: Who will read the grade you filled in? How do you fill in these figures quickly?

3. Make up a formula and find a relationship.

(1) complement formula.

(Courseware demonstration)

Teacher: 1 There are 6 frogs in the line. How many sixes? How to express it by multiplication formula? Can you make up multiplication formulas?

Write formulas, make formulas.

Teacher: How many are there in the second line? Row 3 ... row 9. How much is the difference? How to write the multiplication formula and how to supplement the formula? Can you do it alone? The teacher believes you can do it. Please open page 78 of the textbook, complete the formula first, and then make up the formula according to the formula.

Students write the formula independently and write the multiplication formula of 6.

(2) read the formula.

Teacher: Boys read a formula and girls read a formula.

Look at the formula and the formula.

Teacher: (showing the courseware) The teacher also compiled it here. Please compare it with the big screen and see that your compilation is as different as mine.

Self-examination.

Teacher: This is the multiplication formula of 6 that we learned today. (blackboard title: multiplication formula of 6) Please read the formula.

(3) Understand the meaning.

Teacher: Look at these formulas. What have we learned? What does the phrase "4624" mean? Which multiplication formula can it calculate? What do these new phrases mean?

Student exchange.

(4) find a relationship.

Teacher: Please observe carefully and think about the relationship between these formulas. (The difference between the products of two adjacent formulas is 1 6) What is the difference between the products of non-adjacent formulas? (If the numbers in front of nonadjacent formulas differ by several, then the product will differ by several sixes. )

Give examples.

4. Try to remember the formula.

(1) Remember the formula.

Teacher: Please recite the formula with these relationships. The teacher will give you a minute. Can you recite it? Try it, the key point is to recite the last four formulas.

A, students recite.

B, the teacher checks.

Recite all in order (before and after); Teachers and students pair passwords; Check the password at the same table.

Teacher: In the process of memorizing just now, did you find that formula difficult to remember? Who has a good way to teach him? What if I forget six or eight? What about 69?

Conclusion: If one of the formulas is forgotten, the formula can be deduced by using the law between formulas.

(2) Guide students to verify the results of 6×7 by using the bitmap.

(Courseware demonstration)

Teacher: Students, when calculating 6×7, naughty forgot his formula. He calculated the result of 6×7 in the following way. Can you understand? How many sixes is this part circled above? (Five sixes) How many sixes are circled below? How to express (two sixes) five sixes by multiplication formula? How about two sixes? Five sixes and two sixes add up to seven sixes? Can you fill in the blanks below? Have a try.

Communicate and report.

Teacher: Think about it. Is there any other way to fill it in?

Student exchange.

Teacher: Have you learned this method? Next, we will go to Wisdom Island to see what problems are waiting for us to challenge. Are you ready?

Third, apply formulas to consolidate new knowledge.

1. Complete the formula. (Courseware demonstration)

2. Title 1 on page 79 of the textbook.

Teacher: There are so many handwritten newspapers on the wall that the teacher is dizzy. How many * * * can you figure out?

Less handwritten newspaper? Finish it in a notebook.

Question 4 on page 79 of the textbook.

Teacher: How many squares are there in each picture? Finish it yourself.

Students do it independently and then communicate their own algorithms.

Question 5 on page 79 of the textbook.

What does 6×9 mean in this picture? Can you divide nine sixes into two parts and add them up? Please complete question 5 on page 79.

I want to circle again and fill it out.

5. Find the "6" in life.

Teacher: 6 is a magical number, which is everywhere in our real life. (Courseware

Show me a match)

Teacher: What's this? Yes, match sticks. How many matchsticks does it take to make a hexagon? How about two, four or six? Tell me what you think.

The students answered.

Teacher: It turns out that there are math problems hidden in the small matchsticks. What else can you find in your daily life that can also be calculated by the multiplication formula of 6?

Students cite examples from life.

Teacher: You are really observant. Students can not only find the math problems around them, but also calculate them accurately with the multiplication formula we have learned. It is really amazing.

Fourth, summarize and evaluate, expand and extend.

Teacher: Do you like this class? What have you gained? In this lesson today, we not only learned the multiplication formula of 6, but also explored new knowledge with what we have learned. It's really amazing. Teachers believe that smart students will find mathematics more and more interesting as long as they are willing to use their brains.

Speaking of textbooks:

Textbook content:

This lesson "How many stickers are there" is the content of lesson 1 in unit 7 "multiplication formula" of Mathematics (II), the standard experimental textbook for compulsory education courses published by Beijing Normal University.

Teaching objectives:

1, master the multiplication formula of 6 and solve simple practical problems.

2. Experience the process of independently exploring the multiplication formula of compiling 6, and experience the thinking method of seeking the unknown from the known.

3. Combine the strategy of empirical estimation in problem-solving process and its effect on calculation, and cultivate estimation consciousness.

Teaching emphases and difficulties:

1, compile the multiplication formula of 6, and use the formula to solve simple practical problems.

2. Understand the estimation method and its role in calculation, understand the relationship between old and new knowledge in calculation, and gradually learn to seek unknown thinking methods from the known.

Second, teaching methods:

This lesson is after students learn "multiplication formula of 2-5", because they have already learned the basis of multiplication formula of 2-5, so the form presented in the textbook does not give a complete multiplication formula and a complete formula, which is intended to let students actively explore and summarize the multiplication formula of 6. The purpose of the textbook is to let students learn to write intentions independently, so I use the mathematical knowledge that students have learned to derive the multiplication formula of six.

1, Situational Teaching Method: Using courseware to make students feel the formation process of knowledge in the scene, which is very simple, that is, using what we have learned to solve problems, let students enjoy the joy of success and stimulate their interest in learning mathematical knowledge.

2. Game teaching method: This is also the concept of the new curriculum standard, which allows students to play middle school, reflecting that "students are the masters of learning mathematics, and teachers are only organizers, guides and collaborators."

3. Group cooperative teaching: let students observe, think and discover while discovering the teaching rules, which embodies the teaching mode of "independent exploration, cooperative communication", cultivates students' awareness of mutual cooperation and communication, and completes learning tasks in discussion.

On learning method;

Through the teaching of this lesson, students are mainly trained in the following learning methods:

1, use what you have learned to solve unknown knowledge, so that students can understand the inertia of mathematical knowledge structure. In the future, new problems in similar situations can be solved with the original knowledge. Make students rise from perceptual knowledge to rational knowledge.

2. Cultivate students' awareness of observation, comparison and synthesis. For example, you found out what's the secret in the formula of 6! Let students explore and discover by themselves, and let students experience the joy of learning.

3. Cultivate students' awareness of cooperative learning, so that students can make common progress and development in cooperative learning and experience the fun and achievements of cooperative learning.

Four teaching preparation:

Teaching courseware, providing students with 6 multiplication tables.

Five teaching processes

(a) Setting the situation and exploring new knowledge

1, estimated

2. Write the multiplication formula of 6.

3. Discover a pattern (What secret did you discover? )

The Application of Formulas of 4 and 6 in Life

class exercise

1, calculate and think.

Teacher: The wise old man brought us a problem (showing courseware).

Teacher: Who knows how to fill it out? (Name the students and say them)

Teacher: Can you fill it out? (Student: Yes)

Teacher: Now let's fill in page 73. (View the courseware being played)

2. Password

Teacher: the wise old man praised us for being great today and brought us a game: correcting the password (listen to the requirements: girls say the front, boys say the back) (Show courseware)

Teacher: Let's see if it is a boy's stick or a girl's stick! (Exchange again)

Step 3 find friends

Teacher: The wise old man is very satisfied with us, but he still wants to test us to see who can find his friends accurately (show the courseware).

Teacher: Open the book and write the third question on page 73. (Name the students and say them)

4. Think it over and do the math.

Teacher: Wise old man, boast that you really used your brain today. He wants to test you. Let's see what the topic is. (Show courseware)

Teacher: Open question 4 on page P73 of the book.

5. Count how many small squares there are in each picture.

Teacher: The wise old man said you were great and wanted to test you. Look at the topic!

Teacher: Tip: You should not only know how to calculate, but also know how to calculate. (Calculated by moving squares).

Step 6 solve the problem

Teacher: Wise old man, we are really amazing today. He wants to give us fairy tales. 6 yuan money per book. /kloc-how much is 0/2 book?

Teacher: Who can solve this problem and how to list the multiplication formula? 12×6=? (yuan)

Teacher: How to calculate? (12 can be divided into 6 and 6, 5 and 7, 4 and 8 ...)

Four: class summary

What did we learn in this class today? Health: the multiplication formula of 6. Let the students sum up what they have learned in this lesson and awaken their memories of this lesson. Let students feel the charm of mathematics knowledge.